Complicating the coursebook debate part 3: coursebook use | Hugh Dellar

Today’s post follows on from another recent post that looked at some of the so-called false assumptions that supposedly lie at the heart of coursebooks. The assumptions, as stated in a recent piece by Geoff Jordan, are that all coursebooks and coursebook-using teachers “lead students through each unit and do the succession of activities in the order that they’re set out. And all of them wrongly assume that if learners are exposed to selected bits of the L2 in this way, one bit at a time in a pre-determined sequence, then, after enough practice, the new bits, one by one, in the same sequence,…

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